Sustainable Art: Collage to Assemblage

This lesson will introduce students to a new and contemporary art form. Students will explore

using unique materials to create collages, topographical maps, sculptures, and finally installation art. In

a time where going green initiatives are everywhere it dawned on me that the initiatives did not carry

out in the art classroom. Sustainable art is a new art form that combines traditional art forms while

using non-traditional materials. These materials allow students to see that art can be created using

waste or what we usually call trash. Teaching students about sustainable art also creates dialogue about

human’s impact on the environment and how humans are destroying Mother Nature with our synthetic

materials and waste. Using items such as plastic, Styrofoam, glass, and magazines allows students to

explore different methods and art making techniques that a strong artist uses in every work of art. The

study of sustainable art will challenge students to consider using new materials in their bodies of work

as well as making a statement.

LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

 Lesson 1, High School 9-12, Magazine Collage, 55 Minutes for 5 days.
II. Lesson Rationale:
 Students will be able to arrange a unique composition using recycled magazines while applying
knowledge of shape and line into the composition as being assessed by compositional creativity
use of shape, line and form. This lesson will benefit students by introducing them to sustainable
art and by providing students the opportunity to explore recycled materials.
III. Key Concepts:
 Shape
 Diagonal Line
 Directional Line
 Composition
IV. Essential Question:
 Can students arrange a unique composition using recycled magazines?
 Can students apply knowledge of shape and line to create unique composition?
 Can students successfully use magazine to create an art piece?
V. Lesson Objectives:
  Students will be able to arrange shapes by using recycled magazines to create
shapes and forms. This objective will be assessed by student’s ability to create
shapes and forms using magazines.
 Students will be able to create a collage by using their knowledge of line
introduced by the instructor in previous lesson. This collage will be assessed by
students ability to use these types of lines (Diagonal, Directional)
 Students will be able to demonstrate knowledge of recycled materials by using
recycled materials and learning about where these materials came from. This
objective will be assessed by student’s ability to identify different types of recycled
materials and the way they can be utilized in art.

VI. Specific Art Content:

 Shape
 Directional Line
 Diagonal Line
 Composition
VII. Resources & Materials for Teacher:
 Weebly Website under Lesson 1 Tab-
 Projector
VIII. Resources & Materials for Students:
 Magazines
 Masonite
 Modge Podge
 Brushes
 Compasses
 Protractor
 Rulers
 Sharpie
 Exacto Knives
 Cutting Mats
 Scissors
IX. Instruction and Its Sequencing:
Day 1
1. Introduction/Motivation:
a. Students will be introduced to collage through PowerPoint filled with artists and examples
of successful collage pieces.
b. Students will examine the movement, shape, and use of line each work.
c. Teacher will go over project rubric and state the grade possibilities for the project.
2. Guided Practice
a. Frequent check-ins with each student.
b. Demonstrations to guide students throughout the collage making process.
3. Independent Practice
a. On day 1 student should have the started the collage making process.
4. Closure
a. Have you started arranging a unique composition using recycled materials?
5. Formative Evaluation
a. Students should have at least ¼ of their composition completed after day 1.
b. Based on this progress I will decide how to arrange the following 4 days of the
assignment.
6. Classroom Management Procedures
a. Managing the use of the magazines
b. “One drop can do a lot” rule with glue
c. Students will clean up the classroom 5 minutes prior to release.
Day 2-3
1. Introduction/Motivation:
a. Students will resume their project where they left off.
b. Students will be encouraged to explore the material differently than day 1
2. Guided Practice
a. Teacher will start with a quick check-in with students who are struggling or have
questions.
b. Students will be asked questions such as
c. “What have you learned about the materials thus far?”
d. “Is your composition unique from your neighbors work?
e. “Is your use of line and shape strong or weak?”
f. “What changes can you make to better your piece?”
3. Independent Practice
a. Students should continue to progress with their work
b. Students are encouraged to have dialogue, problem solve, and ask their peers for
guidance.
4. Closure
a. Reminder that the last day to work on the assignment is following day
b. Students who are behind are encouraged to come in during lunch periods and study hall
to catch up on missed class time.
c. Teacher will have brief check in with students to make sure progress has been made and
answer any lingering questions.
5. Formative Evaluation
a. Teacher will have brief check in with students to make sure progress has been made and
answer any lingering questions.
6. Classroom Management Procedures
a. Constantly watching the use of exacto knives
b. Managing the amount of modge podge used
c. Reminding students to clean up any scraps around their work station
Day 4
1. Introduction/Motivation:
a. Class will begin with students entering the classroom and retrieving their work and
materials
2. Guided Practice
a. Walking around classroom
b. Engaging students one on one
c. Asking students about their inspiration
d. Asking students how they feel their piece is turning out
3. Independent Practice
a. Students will continue to practice and explore materials
 b. Students will show they are aware of the deadline for critique
4. Closure
a. Final step of project is sealing their pieces using small amount of glossy modge podge.
5. Formative Evaluation
a. Student’s composition should be completed at this time.
b. Final step of project is sealing their pieces using small amount of glossy modge podge.
6. Classroom Management Procedures
a. Students will return materials to proper homes
b. Teacher will check to see that all projects have been sealed and placed on drying racks
Day 5-Final Day

1. Introduction/Motivation:
a. Upon entry classroom students will be instructed to hang or mount their work on the
critique wall.
b. A brief introduction covering critique language
c. Reminder that critique is not an attack but a method of learning and teaching
2. Guided Practice
a. Students will be instructed to state what they see
b. Students will then be instructed to talk about 1 thing they like
c. Students will then decide if there can be any improvements
d. Finally students will discuss whether the piece has successful use of shape, line, and has
a unique composition using recycled materials.
3. Independent Practice
a. Students will show they have grasped the concepts taught by guiding themselves
through critique after first example critique
4. Closure
a. Closing statements covering the pieces discussed-praising those who participated and
praising for the hard work students applied to this lesson and first attempt at critique.
5. Formative Evaluation
a. Students will be graded on their participation during the critique
b. Students will be graded on the overall craftsmanship of their piece
c. Students will be graded on the use of shape and line
d. Students will be graded on their composition
e. Students will be graded on exploration of the materials
6. Classroom Management Procedures
a. Managing side conversations during critique
b. Managing any negative comments during critique

X. Summative Assessment and Evaluation:

Excellent! Good! Lets try again….
10-8 7-4 3-1
Craftsmanship Student showed great Student showed care Student did not pay
care for piece. All of for piece but some attention to
the pieces in the collage edges are rough, and do craftsmanship. The
have clean edges and not fit together. pieces do not fit
 no sharpie marks left. together and edges are
messy.
Use of shape and line Student used different Student did not use Student did not use
shapes and sizes to different shapes but did shape or line to create a
create a dynamic piece. use different lines to dynamic piece.
Student used line to add add to the composition.
to the composition.
Composition Student thoughtfully Student designed a Student did not design a
and carefully designed composition that is composition that is
a unique composition. unique but there are unique.
similarities to artist
examples
Exploration of Student explored Student explored the Student did not explore
materials different ways to use materials but the materials.
the recycled materials materials did not add to
for their composition. the composition.
Critique Student participated in Student spoke a few Student did not
the critique of their times during critique, participate in critique.
peer’s works and had offered some thought
thoughtful comments of about ways to improve
ways to improve their peer’s piece.
peer’s pieces.

XII. References & Resources:

http://www.artnet.com/artists/lance-letscher/

XIII. Art TEKS

(2) Creative expression. The student communicates ideas through original artwork using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:

(A) use visual solutions to create original artwork by problem solving through direct
observation, original sources, experiences, narrations, and imagination;

(B) communicate a variety of applications for design solutions;

(C) use an understanding of copyright and public domain to appropriate imagery

constituting the main focal point of original artwork when working from images rather
than direct observation or imagination;

(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;

(E) collaborate to create original works of art; and

 (F) demonstrate effective use of art media and tools in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, and digital art and media.

XIV. National Art Standards

 Determine the commonalities within a group of artists or visual images attributed to a particular
type of art, timeframe, or culture.

 Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional
and contemporary criteria as well as personal artistic vision.

LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

 Lesson 2, High School 9-12, Topographical Collage, 55 Minutes for 5 days.
II. Lesson Rationale:
 Students will apply additive and subtractive methods to create a topographical map. Students
will construct a piece that has depth and layering by using magazines. Students will also
develop a technique to manipulate recycled materials. This lesson will benefit students by
introducing them to new processes, techniques and ways to handle recycled materials to create
artwork.
III. Key Concepts:
 Additive Methods
 Subtractive Methods
 Depth
 Layering
IV. Essential Question:
 Can students apply additive and subtractive methods to their pieces?
 Can students develop a technique to manipulate recycled materials to create topographic map?
 Can students construct a piece that has depth and layering?
V. Lesson Objectives:

 Students will be able to apply additive and subtractive methods to their

topographical maps by using magazines to layer and carve material. This objective
will be assessed by student’s ability to use additive and subtractive methods to
create depth.
 Students will be able to develop a technique to manipulate recycled materials to
create topographical map as assessed by student’s ability to develop and use
techniques to create a topographical map.
 Students will be able to construct a topographical map that has depth and
layering. This objective will be assessed by the amount of layering student’s use as
well as the amount of carving students apply to their maps.
VI. Specific Art Content:
 Additive Methods
 Subtractive Methods
 Depth
 Layering
VII. Resources & Materials for Teacher:
 Noriko Ambe website
 Weebly Website-Lesson 2-
 Projector
VIII. Resources & Materials for Students:
 Magazines
 Modge Podge
 Brushes
 Exacto Knives
IX. Instruction and Its Sequencing:
Day 1
1. Introduction/Motivation:
a. Students will be introduced the Japanese artist Noriko Ambe
b. Students will be introduced to project with discussion about the different methods Ambe
uses to create her works.
c. Ambe’s methods will be applied to student work
d. Students will be instructed to begin gluing and layering their pieces
2. Guided Practice
a. Students will be asked to make conscious choices about the colors they are laying on
top of one another.
b. Students will be asked to consider the size (unlimited)
c. Students will be given extra credit for replicating a topographical map they found on the
Internet.
3. Independent Practice
a. Students will begin layering and gluing on their own
b. Students will do research of topographical maps
4. Closure
a. Have students set their glued pieces on drying racks or shelves
b. Upon returning to their seats students will be asked about their layering process
c. Did they make careful choices when picking pages from magazines?
5. Formative Evaluation
a. Did students complete the gluing and layering process of the project?
b. If students did not finish they will be given 15 minutes on day 2 to finish.
6. Classroom Management Procedures
a. Returning all supplies to proper cabinets and drawers.
b. Securing wet pieces in drying racks
c. Managing conversation-soft talking is allowed.

Day 2-4
1. Introduction/Motivation:
a. Noriko Ambe’s website will be on the projector for students to see her work while they
resume their pieces
 b. Students who did not finish gluing their pieces will be given the first 15 minutes of class
to catch up.
c. Students who are done gluing and layering will pick up their pieces from the drying
rack and wait for instruction.
2. Guided Practice
a. Students will be instructed to retrieve an exacto knife and sharpie from the drawer
b. Students will then be instructed to draw organic shapes on to their glued pieces
c. Once students have finished drawing they will use the exacto knife to begin carving into
their magazine cubes.
3. Independent Practice
a. Students will finish gluing on their own
b. Once students have caught up they may start drawing and carving
c. Students will demonstrate proper ways to handle and carve using an exacto knife
4. Closure
a. Students will return their works to shelving or cabinets
b. Ask students how they feel their project is going
c. Ask students if they have any questions
5. Formative Evaluation
a. Are students being careful with exactos?
b. Are students making good use of time?
c. Are students pushing for depth in their pieces?
d. Are students adding more layers to correct mistakes?
6. Classroom Management Procedures
a. Returning all supplies to proper cabinets and drawers.
b. Securing wet pieces in drying racks
c. Managing conversation-soft talking is allowed.
d. Watching exacto knife use-those who disrespect art supplies will not participate
resulting in a zero.

Day 5-Final Day

1. Introduction/Motivation:
a. Students will be come into class and retrieve materials
b. Students will be instructed they have 25 minutes to finish their piece.
2. Guided Practice
a. When 25 minutes are up students will be asked to clean up all materials and return to
their desks
b. Students will be asked to get out sketchbooks and turn to a blank page.
c. Students will be asked to write a brief description about their piece-this description
should include the techniques they used and the amount of depth the piece has.
d. They will also imagine where this topographical map belongs and why it belongs there-
or for those students who recreated a real topographical map, they will write about why
they chose that location and map.
3. Independent Practice
a. Students will write on their own following the questions asked
4. Closure
a. What did students think of the project?
b. Did students enjoy it?
c. Is there anything that could have been done differently?
5. Formative Evaluation
 a. Did students complete the topographical map?
b. Was their piece created with care and clean craftsmanship?
c. Is there depth?
d. Can I see the different layers?
e. Did students demonstrate knowledge of the techniques they were asked to use?
f. Was their journal entry thoughtful?
g. Does their map fit the description that students wrote?
6. Classroom Management Procedures
a. Returning all supplies to proper cabinets and drawers.
b. Returning all sketchbooks to cabinets.
c. Managing conversation-soft talking is allowed.

X. Summative Assessment and Evaluation:

Excellent! Good! Let’s try again.. Extra Credit
10-8 7-4 3-1 +5
Topographical Student’s work Student shows Student does not Student researched
Map resembles a understanding of understand what a and found a
topographical map what a topographical map topographical map
and Ambe’s work. topographical looks like. and recreated it for
map. their final piece.
Layering Student shows Student shows a Students piece is
excessive amounts medium amount thin. (About half
of layering. of layering. of a magazine)
(About a textbook (About a full
thickness) magazine
thickness)
Depth Student Student has decent Student’s work is
maximized depth depth but could shallow and shows
without cutting all have pushed holes in the
the way through further. bottom of their
their maps. map.
Techniques Student clearly Student either has Student’s work
used both additive shown reflects lack of
processes by using understanding of understanding of
extra layers as the additive additive processes
well as subtractive processes of and subtractive
using the exacto layering OR processes.
 knives to carve. subtractive using
the exacto knives
to carve.
Journal Student wrote full Student wrote ¾ Student wrote less
paragraph of a paragraph or than a paragraph
answering all of is missing an or is missing 2
the questions. answer to the more answers to
questions. the questions.

XII. References & Resources:

http://www.norikoambe.com/

XIII. Art TEKS

(2) Creative expression. The student communicates ideas through original artwork using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:

(A) create original artwork using multiple solutions from direct observation, original
sources, experiences, and imagination in order to expand personal themes that
demonstrate artistic intent;

(B) solve visual problems and develop multiple solutions for designing ideas, creating
practical applications, clarifying presentations, and evaluating consumer choices in
order to make successful design decisions;

(C) use an understanding of copyright and public domain to appropriate imagery

constituting the main focal point of original artwork when working from images rather
than direct observation or imagination;

(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;

(E) collaborate to create original works of art; and

(F) select from a variety of art media and tools to express intent in drawing, painting,
printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography,
jewelry, and mixed media.

(3) Historical and cultural relevance. The student demonstrates an understanding of art history
and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student
develops global awareness and respect for the traditions and contributions of diverse cultures.
The student is expected to:

(A) research selected historical periods, artists, general themes, trends, and styles of art;

(B) distinguish the correlation between specific characteristics and influences of

various cultures and contemporary artwork;
 (C) collaborate on community-based art projects; and

(D) examine, research, and develop a plan of action for relevant career, entrepreneurial,
and avocational art opportunities within a global economy.

(4) Critical evaluation and response. The student responds to and analyzes the artworks of self
and others, contributing to the development of the lifelong skills of making informed judgments
and reasoned evaluations. The student is expected to:

(A) interpret, evaluate, and justify artistic decisions in artwork such as that in
museums, local galleries, art exhibits, and websites based on evaluation of
developmental progress, competency in problem solving, and a variety of visual ideas;

(B) evaluate and analyze artwork using a method of critique such as describing the
artwork, analyzing the way it is organized, interpreting the artist's intention, and
evaluating the success of the artwork;

(C) analyze personal artwork in order to create a written response such as an artist's
statement reflecting intent, inspiration, the elements of art and principles of design
within the artwork, and measure of uniqueness;

(D) use responses to artwork critiques to make decisions about future directions in
personal work;

(E) construct a physical or electronic portfolio by evaluating and analyzing personal

original artwork to provide evidence of learning; and

(F) select and analyze original artwork, portfolios, and exhibitions to demonstrate
innovation and provide examples of in-depth exploration of qualities such as aesthetics;
formal, historical, and cultural contexts; intentions; and meanings.

XIV. National Art Standards

 Through experimentation, practice, and persistence, demonstrate acquisition of skills and

knowledge in a chosen art form.

 Demonstrate awareness of ethical implications of making and distributing creative work.

LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

 Lesson 3, High School 9-12, Chihuly Plastic Bottle Sculptures, 55 Minutes for 5 days.
II. Lesson Rationale:
 Students will be able to explore how to create a unified sculpture using recycled materials.
Students will design a harmonious piece using recycled plastic bottles. Students will display
 knowledge of unified variety by creating a creating a sculpture using different shapes and sizes
of recycled plastic bottles. Students will benefit from this lesson by gaining knowledge and
techniques when dealing with recycled plastic bottles.
III. Key Concepts:
 Variety
 Unity
 Harmony
IV. Essential Question:
 Can students design a sculpture that is unified?
 Can students build a sculpture that has a harmonious composition?
 Can students display knowledge of unified variety by creating a sculpture using different
shapes and sizes of recycled plastic bottles?
V. Lesson Objectives:

 Students will be able to design a sculpture that exhibits unity as a design

characteristic by using different colored plastic bottles. This project will be
assessed by student’s ability to create a sculpture that exhibits balance, unity, and
triad colors using plastic bottles.
 Students will be able to build a sculpture that has a harmonious composition
using plastic bottles. This objective will be assessed by the use of triad colors used
in the sculpture as well as the size of the sculpture.

VI. Specific Art Content:

 Variety
 Unity
 Harmony
VII. Resources & Materials for Teacher:
 Weebly website-Lesson 3 Tab
 Projector
VIII. Resources & Materials for Students:
 Plastic Water Bottles
 Box Cutters
 Exacto Knives
 Markers
 Fishing line
IX. Instruction and Its Sequencing:
Day 1
1. Introduction/Motivation:
a. Students will be introduced to Dale Chihuly.
b. Students will be asked to grab plastic bottles from the bin and wait for further
instructions.
c. Students will be instructed to explore the different Chihuly pieces.
d. Once students have explored Chihuly’s work they will retrieve markers.
2. Guided Practice
a. Students will use markers to color the plastic water bottles.
b. Color choice is unlimited-students are encouraged to use as much color as possible.
 c. Once students have colored all of their plastic bottles they will grab an exacto knife and
big cutting their bottles into spirals.
3. Independent Practice
a. Students will color and fill in their bottles
b. Students will being cutting and “spiraling” their bottles
c. If should students finish their cutting they may being assembling their sculptures using
hot glue or string
4. Closure
a. Students will return supplies to their homes
b. Students will set their sculptures and bottles to proper storage space
5. Formative Evaluation
a. Students will be evaluated on the progress made
b. Did students color all of their bottles?
c. Did students start cutting and assembling their sculptures?
6. Classroom Management Procedures
a. Students will be monitored as they use the exactos
b. Students will be in charge of cleaning up markers, tools, and projects
Day 2-5
1. Introduction/Motivation:
a. Students will retrieve their projects
b. Students will retrieve materials they need
c. Students may reflect back to the weebly website.
2. Guided Practice
a. Students will be guided differently based on progress made
b. Students will be instructed to make careful and well though out decisions about the
assembly of their sculptures.
c. Students will be instructed to make conscious choices about how they group the colored
sections of their pieces
3. Independent Practice
a. How are students creating unity?
b. How are students creating variety?
c. Are student’s projects harmonious?
4. Closure
a. Students will return all materials to proper homes
b. Students will either hang their sculptures from the ceiling or will find a way to mount
their piece on the wall.
5. Formative Evaluation
a. Students will be graded on craftsmanship
b. Students will be graded on how harmonious the piece is
c. Students will be graded on unity and variety of the piece
6. Classroom Management Procedures
a. Students will be given 15 minutes to mount and hang work
b. Students will be given 5 minutes to clean up

X. Summative Assessment and Evaluation:

Excellent! Good! Lets try again…
 10-8 7-4 3-1
Craftsmanship Students sculptures Students sculptures are Students sculptures
show expert level care- have nice color work, a color needs work, the
clean coloring, clean few rough cuts, and the cuts need to be cleaned
cuts, and the assembly assembly isn’t up, and the assembly
is seamless completely hidden needs to be
reconstructed
Unity & Variety Students work has an Students work has a Students work needs to
excellent variety of good amount of variety be pushed further
color and shape of color and shape (1 bottle shape,
(3 different bottle (2 different bottle 2 different colors)
shapes, shapes, The assembly is not
5 different colors) 3 different colors) unified
The assembly is The assembly is unified
seamless and clean but it needs to be
cleaned up
Harmony Students piece is Students piece is almost Students work feels
harmonious all the way harmonious-piece clumped together and
around the composition would benefit from needs to be rearranged
rearranging the completely
different colors and
levels of spirals

XII. References & Resources:

http://www.chihuly.com/

XIII. Art TEKS

(1) Foundations: observation and perception. The student develops and expands visual literacy skills
using critical thinking, imagination, and the senses to observe and explore the world by learning about,
understanding, and applying the elements of art, principles of design, and expressive qualities. The
student uses what the student sees, knows, and has experienced as sources for examining,
understanding, and creating original artworks. The student is expected to:

(A) use visual comparisons to illustrate concepts and ideas from direct observation, original sources,
experiences, narration, and imagination for original artworks;

(B) identify and apply the elements of art, including line, shape, color, texture, form, space, and value,
as the fundamentals of art in personal artworks;

(C) identify and apply the principles of design, including emphasis, repetition/pattern,
movement/rhythm, contrast/variety, balance, proportion, and unity in personal artworks; and

(D) explore suitability of art media and processes to express specific ideas such as content, meaning,
message, appropriation, and metaphor relating to visual themes of artworks using art vocabulary
accurately
XIV. National Art Standards
 Demonstrate in works of art or design how visual and material culture defines, shapes,
enhances, inhibits, and/or empowers people's lives.
  Demonstrate understanding of the importance of balancing freedom and responsibility in the
use of images, materials, tools, and equipment in the creation and circulation of creative work.

LESSON PLAN FORMAT

University of North Texas Art Education

I. Lesson Number, Grade Levels, Title, and Duration:

 Lesson 4, High School 9-12, Styrofoam Cup Installation, 55 Minutes for 5 days.
II. Lesson Rationale:
 Students will work together to create large-scale Styrofoam cup installations. Students will
demonstrate knowledge of assemblage. Students will design a recycled materials installation.
Students will benefit from this lesson by designing, constructing, and installing a piece that is
made entirely of recycled materials. This assignment will also benefit students by creating
collaboration among peers.
III. Key Concepts:
 Balance
 Scale
 Assemblage
IV. Essential Question:
 Can students work together to create large-scale installations?
 Can students demonstrate knowledge of assemblage?
 Can students design a balanced installation?
V. Lesson Objectives:
 Students will work together to create large-scale installations by using Styrofoam cups and one
other recycled materials as assessed by the following criteria:
 Students will demonstrate knowledge of assemblage by using 2 or more recycled materials as
assessed by student’s ability to explore materiality and use of more than 2 recycled materials.
 Students will design a balanced installation by using recycled materials and working together
as a group. This objective will be assessed by the recycled materials they use and how they
work together as a group.
VI. Specific Art Content:
 Balance
 Scale
 Assemblage
VII. Resources & Materials for Teacher:
 Art 20-Tara Donovan
 Class weebly website-Lesson 4 Tab
VIII. Resources & Materials for Students:
 Styrofoam cups
 Hot glue gun
 Hot glue sticks
 String
 Any recycled material students choose
IX. Instruction and Its Sequencing:
Day 1
1. Introduction/Motivation:
a. Students will watch Tara Donavan video
b. Students will be introduced to assemblage and balance
c. Students will be grouped together in groups of 3
2. Guided Practice
a. Groups will be instructed to grab as many Styrofoam cups as they’d like-reminding
them to remember scale is part of their grade
b. Students will then begin gluing their cups together
3. Independent Practice
a. Students will arrange their cups as they choose-keeping in mind that balance is
important
b. Students will be allowed to incorporate any other kind of materials that can be recycled
4. Closure
a. Students should return materials to proper homes
b. Students should take precautions and set their work to prevent any damage
5. Formative Evaluation
a. How are students attacking the project?
b. How are students interacting with each other?
6. Classroom Management Procedures
a. Clean up time at the end of the class
b. Managing the hot glue guns
Day 2-4
1. Introduction/Motivation:
a. Groups will retrieve all materials needed to resume work
b. Teacher will meet with each group for 5 minutes to answer questions and deal with any
problems that students may be facing
2. Guided Practice
a. Teacher will guide students through different ways to maximize the use of materials
b. Teacher will guide students through creating a well balanced composition
3. Independent Practice
a. Students will be working with their groups, solving group disputes amongst themselves
b. Students will continue assembling their Styrofoam cup pieces
c. Students will continue to add different recycled materials
4. Closure
a. Students will return all unused recyclable materials to the closet
b. Students will install their final piece in a location of their choice
5. Formative Evaluation
a. How did students work together?
b. Is their installation successful in its use of materials?
c. Did students maximize the scale of the project?
d. Did students create a balanced piece?
6. Classroom Management Procedures
a. Managing the use of materials
b. Ensuring students continue to return supplies to the proper homes
c. Managing conversation
X. Summative Assessment and Evaluation:
Excellent! Good! Lets try again…
10-8 7-4 3-1
Balance Student’s installation is Students installation Students work is very
well balanced on all seems to be flat and unbalanced
sides. unbalanced-favoring
one side
Scale Students created large Student created Students did not create
scale installation medium sized large scale installation
installation
Materiality Students used 2 other Students used 1 other Students only used
recycled materials in recycled material in Styrofoam cups
combination with the combination with
Styrofoam cups Styrofoam cups
Collaboration Students worked well Students had 1 or 2 Students did not
in groups- problems working participate in group
comminication and together but quickly installation or students
roles for each group resolved them did not communicate
member was set

XII. References & Resources:

http://www.arch2o.com/styrofoam-cup-sculptures-tara-donovan/
Olivia Gude Principles of Possibility: Considerations for a 21st-Century Art & Culture Curriculum

XIII. Art TEKS

(1) Foundations: observation and perception. The student develops and expands visual literacy
skills using critical thinking, imagination, and the senses to observe and explore the world by
learning about, understanding, and applying the elements of art, principles of design, and
expressive qualities. The student uses what the student sees, knows, and has experienced as
sources for examining, understanding, and creating original artwork. The student is expected to:

(A) consider concepts and themes for personal artwork that integrate an extensive
range of visual observations, experiences, and imagination;

(B) compare and contrast the elements of art, including line, shape, color, texture, form,
space, and value, as the fundamentals of art in personal artwork;

(C) compare and contrast the principles of design, including emphasis,

repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in
personal artwork; and

(D) discriminate between art media and processes to express complex visual
relationships such as content, meaning, message, and metaphor using extensive art
vocabulary.
 (2) Creative expression. The student communicates ideas through original artworks using a
variety of media with appropriate skills. The student expresses thoughts and ideas creatively
while challenging the imagination, fostering reflective thinking, and developing disciplined
effort and progressive problem-solving skills. The student is expected to:

(A) produce an original body of artwork that integrates information from a variety of
sources, including original sources, and demonstrates sustained self-directed
investigations into specific themes such as a series or concentration of works;

(B) evaluate and justify design ideas and concepts to create a body of personal artwork;

(C) use an understanding of copyright and public domain to appropriate imagery

constituting the main focal point of original artwork when working from images rather
than direct observation or imagination;

(D) create original artwork to communicate thoughts, feelings, ideas, or impressions;

(E) collaborate to create original works of art; and

(F) create artwork, singularly and in a series, by selecting from a variety of art
materials and tools appropriate to course work in drawing, painting, printmaking,
sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and
mixed media.

XIV. National Art Standards

 Choose from a range of materials and methods of traditional and contemporary artistic
practices, following or breaking established conventions, to plan the making of multiple works
of art and design based on a theme, idea, or concept.